Proceedings - Translation Concepts

MuTra 2005 – Challenges of Multidimensional Translation: Conference Proceedings
Mira Kadric
Overall evaluation of theory
Percent
70
60
50
40
30
20
10
0
60.8
33.8
4.6
0.8
excellent very good good satisfactory
Diagram 4:
Overall evaluation of theory
From a didactic point of view it is important to note that the choice of teaching materials
for cross-language courses plays an important role and is a very difficult task. In order to
satisfy the various interests of all the course participants, with their different educational
backgrounds and experience, 9 special didactic competences and special experience on the part
of the trainer are indispensable.
Diagram 4 shows the participants’ evaluation of the entire “theory” section of the seminar
according to the same scale as for the questions above:
3.2 Evaluation of the exercises
The question group about the “exercises” focuses on the applicability of the various
techniques that were practised during the course, on the demands made on the participants
and on the quality of cooperation among course participants. The opinions of the participants
about the relevance of the exercises for their future career and the demands made on them are
given below.
In the first question of this group, the course participants were asked to assess whether the
contents of the exercises were, in their opinion, very important, relatively important or not
important for working as a court interpreter. Another question asked the participants whether
the demands made on them were too high, just right or too low. This question was important
because of the differences in the participants’ background knowledge. Its aim was to see
whether the seminar succeeded in addressing the participants’ individual needs and in making
the appropriate individual demands on each participant. The next question dealt with the
quality of the cooperation between the participants themselves. The evaluation of this
question was very interesting given the heterogeneity of the group (different background
knowledge, approaches and languages of the participants).
Diagrams 5, 6 and 7 show the results of the above listed questions:
9 The „natural“ interpreters often asked for ready-made solutions for the problems.
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